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Our 3rd grade ELA Proficiency score increased from 34% to 38%; a 4% increase. 

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The contributing actions were collaborative planning, D.I, After-school tutoring and Saturday Academy, Coach push-in support, and incentives

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According to the school wide date Math learning gains were accomplished by focusing on 67% on 2024 with a goal of 69%. Our goal was met and exceed by teachers implementing ongoing Differentiated instruction, focus groups, ongoing progress, monitoring, and tutoring based on data.

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Based on the school culture data students recognized that they have the resources they need to learn and be successful.

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Due to accessibility and support from the school students received consistent instruction aligned to the instructional framework.  Saturday School tutoring, After-school tutoring, technology support in the areas of iReady, IXL, Reading Horizons, Read180, and Imagine Learning were also provided to meet the needs of all learners.

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According to the survey, 100% of teachers said they feel our principal treats them with respect. Additionally, 100% of the staff reported that they feel safe and secure at the school. This data reflects our principal's consistent effort to demonstrate genuine respect and appreciation for staff. This practice involves active listening, valuing diverse perspectives, and communicating with empathy and transparency. By prioritizing the well-being and professional dignity of every team member, the principal cultivates a positive and supportive work environment.

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This practice was successful because it directly addresses the foundational human need for safety and belonging. When the principal models respectful behavior, it signals to staff that their contributions are valued and that they are protected from professional or personal harm. This sense of security and mutual respect reduces stress, fosters a more open and collaborative culture, and builds deep trust. Ultimately, when people feel psychologically safe and secure, they are more likely to take risks, innovate, and commit to the shared goals of the organization.

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Civics made a 25% increase from 38% to 63%

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Our dedicated Civics team was very involved in student/parent conferences on topic assessment data. Our writing through Civics teachers focused on double dosing remediation activities that also played a major role with student achievement. 

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In 2025, the percentage of 5th grade students achieving proficiency increased significantly from 21% to 41%, reflecting a 20 point gain. School-Wide ELA proficiency also improved, rising from 31% to 38%. Additionally, Rainbow Park achieved 71% Learning Gains in ELA and 82% Learning Gains for L25 students, indicating strong academic growth from the previous school year. 

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The growth in English Language Arts (ELA) performance can be attributed to a strategic focus on professional development, data driven instruction, and administrative support.  Teachers participated in consistent PD sessions and were provided with structured opportunities to collaborate, analyze assessment data and align it with instructional practices.  Additionally, targeted student groups were established to support DI, accelerate growth, and close achievement gaps. A collaborative school-wide approach to ELA instruction was implemented, involving the Principal, Reading Coach, district personnel, and multiple interventionists--all contributing directly to classroom instruction and student support. 

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On the 2024-2025 FAST ELA PM3 assessment, ELA proficiency increased from 43% to 52% school-wide. The planning and implementation of standards aligned resources that targeted student deficiencies helped to increase, and exceed our goals.

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Teachers utilized school-wide data trackers to plan for DI instruction. The use of the Daily End Product(DEPs) to remediate/reteach the lowest standard. In addition, teachers utilized the ETO Planning Resources to identify student’s in need of DI instruction. And teachers also identified bubble students and students that showed regression to plan for instruction.

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According to the school staff climate survey, 93% of respondents indicated they agree or strongly agree with the statement, "I like working at my school."

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Administration implemented practices to foster a positive working environment to improve faculty morale. The following changes were implemented: PTA monthly treat cart, monthly "Biscuits with the Boss," staff recognition at monthly faculty meetings which were posted to social media and the school website.

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Civics scores increased from 53% to 67%, and then to 78% over three consecutive years.

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We had a first-year teacher who implemented all ETO resources and utilized a double-dose class to support remediation.

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ELL-LG25 for ELA had a higher proficiency rate (66%) than the schoolwide proficiency (62%).

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Fidelity to the reading curriculum in the Intensive Reading classes; ELA tutoring

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Our third grade ELA proficiency increased from 31% in 2024 to 44% this year. This is a significant improvement from the proficiency rate of 19% in 2023. The teachers utilized data-driven instructional methods and collaborative planning to ensure they met the needs of ALL students in their classrooms. 

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Our teachers are driven by the belief that ALL students are capable of making significant progress in ELA, regardless of their reading level upon entry. As such, they utilized collaborative planning sessions to evaluate student data, brainstorm effective practices, and find new and unique ways to reach students of varying levels. They also created new scaffolded materials to reach Tier 2/3 students and help engage them with the core content. Third grade teachers effectively planned and executed daily small groups with fidelity, strengthening foundational skills and preparing students for success with more complex texts.

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Middle School grade 6 ELA  proficiency reflects a 19% percentage point increase.

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Tier 1 instruction was rigorous and aligned to state standards, and going data indicated remediation of specific standards.

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Our 10th grade Biology proficiency increased from 65% to 76% an 11% increase. We focused on small group instruction, interventions, and "flipping the classroom."

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Teachers implemented a "flipped classroom" strategy by providing students with lesson notes and instructional videos in advance to ensure they were prepared for the upcoming class. This approach enhanced student engagement and allowed for more meaningful participation during instruction. Following the first unit assessment, our instructional coach and research teachers provided targeted support through both pull-out and push-in interventions to address identified learning gaps. 

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Math proficiency increased from 38%   to 62%

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Small group instruction conducted by instructional coaches, teachers, ESE teacher, and administrators.

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Our ELA L25 students in 3rd to 5th grade increased from 55% to 69%, which is an increase of 14% points.

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Teachers were provided specific DI collaborative planning, where they planned for aligned resources that remediated and targeted the lowest benchmarks based on reviewed data. The Reading Coach, CSS support and Interventionists had targeted pull-out and push-in groups. New teachers were supported in the classroom by modeling and giving feedback on the delivery of instruction as well as,  grouping for DI based on the needs of the students. Extended day learning opportunities were also provided.

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Our dedicated efforts in 3rd grade English Language Arts (ELA) have yielded impressive results. We are proud to report a significant increase in ELA proficiency on the Florida Assessment of Student Thinking (FAST), rising from 59% to 70% within a single year. This notable achievement is directly attributable to the strategic implementation of differentiated instruction, targeted interventions, and the focused use of iReady to address all B.E.S.T. Standards.

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This academic year, our professional development initiatives included in-house training on differentiated instruction, empowering teachers to effectively personalize learning. We implemented a structured process for identifying students requiring additional support, leading to the creation of strategic intervention schedules to address specific academic weaknesses. To further support student mastery, teachers deliberately assigned iReady lessons that directly reinforced classroom-taught standards.

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During our inaugural year of offering Biology, 100% of our students passed the Biology EOC.

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Co-Teaching, CSS Support, Collaboration, Small Group Pull Out, Consistent Data Tracking and Monitoring

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ELA proficiency made a 15% increase from 22% to 37%

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This was achieved with intentional collaboration between the ELA and Reading department, data driven intervention groups, frequent data chats, and student accountability of their academic success. 

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In the 2024–2025 academic year, tenth grade English Language Arts (ELA) proficiency increased by four percentage points, rising from 36% in 2024 to 40% in 2025. This improvement is attributed to the strategic and consistent implementation of the ETO (Education Transformation Office) daily bellringers, which were utilized with fidelity to reinforce key literacy skills and promote daily academic engagement. Additionally, the tenth-grade instructional team engaged in structured weekly collaborative planning sessions. These sessions were instrumental in aligning instructional practices with the Florida Assessment of Student Thinking (F.A.S.T.) Blueprint, ensuring that lesson content was standards-based and responsive to student data.

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The combination of daily skill reinforcement through bellringers and data-driven instructional alignment during collaborative planning enabled educators to more effectively identify and address learning gaps, differentiate instruction, and maintain a focused trajectory toward proficiency goals.

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ELA proficiency increased from 47% to 61 %.

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Consistent data analysis and small group instruction conducted by instructional coaches, teachers, ESE teacher and administrators.

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3rd grade Math Learning gains in the lowest 25% 

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The co-teach model for retainees in 3rd grade.  

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In Middle School Acceleration, our proficiency increased from 66% to 87% in one year. This was a 21% increase amongst our Accelerated courses!

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It worked for a variety of reasons. Firstly, our math coach provided remediation utilizing pull-out sessions, our biology teacher provided science labs throughout the year to assist students with learning the content, and we also encouraged our students to attend extended learning opportunities and this greatly affected their performance.

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MS Acceleration data reflects an increase of five percentage points the school year. 

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Students with specifically Grouped in seventh grade to ensure an increase in eighth grade math and science scores. Grouping our students and focusing our efforts increased scores. 

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Through strategic shifts in personnel and a renewed focus on collaboration, we’ve increased student literacy proficiency from 51% to 60%.

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This growth reflects the dedication of our educators, the strength of our instructional strategies, and our commitment to creating a more cohesive and supportive learning environment. By aligning our team more effectively, we’ve been able to better meet the needs of our students and foster a culture of literacy success.

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Our 8th grade ELA L25 learning gains increased from 41% to 81% in one year. We used consistent data driven instruction, differentiated instruction, targeted interventions, and extended learning opportunities to meet the deficiencies of the different learners.

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Consistent interventions were completed with fidelity in order to remediate standards that students were struggling with based on assessment data which in turn contributed to our overall success and increase  in student growth. 

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5th grade students achieved 46% proficiency on the  2024-2025 5th grade Science Assessment as compared to 11% proficiency on the 2023-2024 school year. 

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This improvement was driven by consistent and focused efforts utilizing hands-on labs, innovative resources including EduSmart, interactive journals, district support, and extended learning opportunities.  

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Student attendance  improved by decreasing the number of student absences by 3%. This was accomplished as a result of meeting with parents and designing action plans and incentives to improve student attendance. 

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It worked because parents were involved and students were eager to participate in "Breakfast with the Principal".

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Our 3rd grade lowest 25% students improved ELA Our 3rd grade lowest 25% students improved ELA learning gains from 75% to 100%, due to the effective use of Differentiated Instruction with fidelity.

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Third grade substantially increased ELA proficiency to 86% by effectively utilizing the Reading Horizons program for the Tier 2 students in addition to incorporating the Magnetic Reader supplemental resource to enhance differentiated instruction.

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Win: Our school had an 8% increase in FAST ELA proficiency from 64% to 72%. Practices, that were used, are differentiated instruction, iReady toolbox, interventions, and small group instruction. 

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Grade levels had common planning to share best practices, regular progress monitoring, consistent use of ELL strategies, data-driven instruction, and integration of technology. 

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Students who completed Grade 8 Math FAST in 2025 had 30% proficiency in comparison to 2023 where students had 9% proficiency.

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Students had a change of teacher and environment which allows of students to use previous and new strategies. Teachers are also using data to analyze and guide instruction.

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Our 5th grade science increased proficiency on the Statewide Science from 55% to 60% in one year. We used Science Wednesdays to provide teachers with strategies and content in the area of science. 

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All grade level Teachers received intense instruction on how to effectively use the Science resources: District PowerPoints, Edusmart, Discovery Education, Study Jams,  and district intervention Resources. 

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Our 5th Grade Proficiency increased from 28% on the 23-24 FAST Assessment to 60% on the 24-25 FAST Assessment. 

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Following an analysis of PM1 data, we implemented a targeted student support strategy. This approach involved strategically grouping students for prescriptive interventions, delivered through both push-in and pull-out models. Throughout this process, we consistently tracked student data on all assessments to monitor progress. To provide further support, an early morning tutoring program was established for targeted students. Initial attendance challenges were successfully addressed through proactive parent communication, which proved instrumental in increasing student participation.

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Our 3rd graders achieved 100% in learning gains on the FAST Math assessment, a reflection of our intentional and consistent instructional strategies throughout the year. We maintained a strong focus on small group instruction, which allowed us to target students’ specific needs and provide differentiated support that met them where they were academically. By using a variety of manipulatives and hands-on tools, we increased student engagement and made math concepts more accessible and meaningful.

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These concrete learning experiences not only helped students develop a deeper understanding of mathematical operations and reasoning but also increased their confidence and enthusiasm for learning. The combination of consistent routines, individualized instruction, and interactive learning made a powerful impact on student achievement.

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Our 5th grade Science FAST proficiency increased from 60% in 2024 to 67% in 2025. 

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Teachers planned collaboratively in order to ensure best practices and implementation of standards.  In addition, teachers attended professional learning sessions and teacher leaders shared information throughout the grade level.

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We had an 11 point increase in our acceleration rate data from 2024 school year to 2025 school year. 

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As a team we focused on increasing dual enrollment and AP course opportunities by providing mentors for those DE/AP teachers to ensure an increase in passing rates. Our intent was to increase passing rates in industry certification exams by implementing structural testing administration.  

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Our 5th grade increased proficiency on the 5th grade Science State exam from 73% to 83% in one year. We used supplemental instructional resources, hands-on science opportunities and differentiated instruction to achieve this goal. 

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Teachers utilized JJ Bootcamp supplemental resources in addition to the district science curriculum and student data from topic assessments was analyzed and was used to drive targeted instruction. 

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Secondary Student Success Center, Picture

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DA Dorsey -The math teacher provided consistent small-group instructions to remediate nonproficient math skills learning was at 100%.  Robert Morgan increased to 6th grade, increased to 33% in ELA due to implementing small group instruction. Dorsey increased to 25%in ELA. Lindsey was rated as Commendable with 21% ELA and 36% in Math.

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We pushed resources and support personnel to provide additional interventions. 

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90% FAST Math Proficiency was demonstrated school-wide for the 2025 school year, which is an increase of 22% from 2024.

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We provided afterschool tutoring and Saturday academy. Teachers constantly monitored student data and progress and adjusted instruction as necessary. 

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International Studies Preparatory Academy 

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Blue and Gold Elegant Company Award Ceremony Instagram Post (1)

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Ruben Dario Middle School implemented a data-driven, multi-pronged approach to improve student achievement in science for the 2024-2025 school year,  which resulted in a 16-point increase in student performance on the state science assessments, from 49% proficiency in 2024, to 65% proficiency in 2025, demonstrating the effectiveness of combining targeted interventions, data-driven instruction, and ongoing monitoring to enhance student learning.

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Regular data chats with administration and students facilitated analysis of student performance, allowing teachers to tailor instruction and identify areas requiring additional focus. Additionally, systematic classroom walk-throughs enabled analyses of teachers’ performances, which provided actionable feedback on instructional techniques, leading to real-time adjustments to teaching methods. Lastly, Science learning packets with properly chunked content engaged students in meaningful classroom practice. Instructions that are structured for collaboration, as well as the provision of accessible online resources, led to extended learning opportunities, meeting students’ unique instructional needs.

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Based on the 2025 FAST PM3 data, 3rd Grade Reading Proficiency increased by 10 percetage points. 

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The actions contributing to the increase are coteaching with Instructional Coach, participated in learning walks, and push-in DI support. 

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In the school climate survey, teachers responded with 80% agreement to the question “staff morale is high at my school”; an increase from 38% during the 2023-2024 school year. 

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An increase morale occurred due to teachers being recognized for attendance, birthdays, and successes. 

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Our Biology EOC proficiency increased by one percent from 97% to 98% in one year. Our instructors continued lecture and lab work as well as offered free extracurricular tutoring opportunities for students needing remediation.

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Struggling students were able to focus exclusively on their identified weaknesses and lesson deficiencies through individualized practice after school and during lunch.

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3rd Grade achieved 100% Learning Gains for both ELA & Math in 24//25 school year.  

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Teachers used gradual release model throughout the year. Data driven instruction and collaborative planning was consistent. IXL was used for targeting lower benchmarks from Q1. 

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There was an increase in science engagement school-wide that included science STEM projects, Robotics clubs for K-5, and the coordination of additional hands-on science labs for all grades.

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Our 7th grade ELA increased proficiency on the ELA F.A.S.T. from 43% to 50%. The professionals utilized real-world teaching scenarios,split-page notetaking, I-Ready incentives, fluency techniques, and capitalized on school-wide crunch-time calendar.

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The strength of the techniques employed allowed students to take the skills learned in class and take them to other classes as well as out to the real-world engaging them more deeply to WHY the skills are important.

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10th grade students demonstrated 54% learning gains in comparison to Tier 1 students which demonstrated 55%. Which shows only 1% difference.

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Students maintained consistency with the same teachers, teachers are provided continuous professional development opportunities to help with the use educational technology, and makes planning easier for teachers who teach one subject. 

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7th grade math proficiency increased from 47% to 63% during the 2024–2025 school year.

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In addition to implementing high-yield instructional strategies in the core math class daily, we utilized our Critical Thinking course to provide a double dose of math instruction.

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Our students increased proficiency in Geometry from 0  to 63 percent in one year. We used CER, Reciprocal Teaching, Differentiated Instruction, and Formative Assessments aligned with benchmarks to drive instruction and improve our students' needs.

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Teachers received PL on CER and Reciprocal Teaching strategies during department meetings and faculty meetings. Teachers used Topic tests to remediate.  Student-led discussions and peer-to-peer remediation were evident regularly.  Additionally, data chats allowed students to identify their targeted areas for improvement, and teachers and students would then determine goals for each grading period. 

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Our 5th grade increased proficiency from 51% to 82% proficiency, increasing a total of 31 proficiency points compared to the 2023-2024 school year. 

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During the 2024-2025 school year, the 5th grade Students used additional resources to include JJ Boot Camp to support instruction and learning. Teachers provided small group Instruction and lessons were provided using the flip classroom instruction strategy. Kahoot lessons and gizmos were incorporated weekly. 

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70% proficiency for our 5th Grade ELA students compared to last year.

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We used interactive notebooks to keep students engaged and interested in the topic. We consistently did DI to help close gaps in reading. Teachers also integrated novels each nine weeks that tied into the standards to create rigor throughout the school year. 

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Our 6th grade Math FAST proficiency increased from 19% to 53% in one year. This was due to strong data analysis to plan and provide targeted intervention. 

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Teacher had knowledge of learners and had strong buy in from students. Students were held accountable for knowing their own data and working towards improving their own score. In addition, they had opportunities for more practice through interventions and extended learning opportunities. 

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Our 7th Grade Civics EOC proficiency increased from a 79% in 2024 to an 84% in 2025. 

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Our civics teacher uses data to drive instruction - disaggregating data to understand subgroup performance and areas for growth. She created targeted intervention plans based on student mini assessment data and other formative, daily assessments like bell ringers, exit tickets, and student end products from situation stations. Students were held accountable for their data and motivated to take ownership of their learning. The culture that has been established in that classroom is a culture of high expectations and student achievement. 

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Our ELA L25 in 5th Grade increased 8 percentage points from 69% to 77% through comprehensive and strategic approaches such as targeted interventions and DI.

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Based on Data Chats reviews and findings, intervention groups were created to target specific learning needs of the L25 students utilizing Best Practices and implementing District resources with fidelity, ensuring the instruction was purposeful and strategic.  Teachers participated in PD on DI Strategies and implementation protocol. 

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FAST ELA lowest 25 - 65%. Our FAST ELA lowest 25 increased from 45% last year to 65% this year. 

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1. Differentiated Instruction where teachers tailor lessons to meet the diverse learning needs of students. This includes modifying content. After-School TutoringAfter-school tutoring provides additional academic support outside regular school hours. It often focuses on reinforcing skills taught during the day, offering homework help, and closing learning gaps. Interventions addressed specific academic or behavioral needs. Delivered in small groups or individually.

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The academic achievement in Science shows a comparison data from 39% proficiency to 50%, which indicates an 11% increase.  This trend was based o practices such as collaborative planning focused on labs, teacher/student data chats, intervention pull-out groups and small groups. The use of strategies and student accommodations were used across content showing cohesiveness. 

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The strategies and practices were implemented as best practices.   Intervention also provided extended learning opportunities for targeted students. 

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100% proficiency in all acceleration courses 

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Data focused; Double-Dosing; Teacher capacity building (Learning Walks; Professional Development; administrative walk throughs; strategic master scheduling)

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Our L25 Learning Gains in Math increased a total of 23% on the Math FAST from 56% to 79%.  We used Big Ideas Online Assessments, IXL, Test Prep Workbooks, and Performance Coach during intervention time.

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All of the practices were consistently implemented and data was monitored with fidelity to address student needs and standard deficiencies.

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According to the school climate survey  89% of students feel safe in our school and 94% feel they can succeed.  Students also felt their teachers knew a lot about the subjects they teach. 

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We promoted a positive school culture and enforced clear behavior expectations throughout the school building. Our students also had access to counselors and psychologists. Grade level collaborative planning to implement strategies developed in PLs.

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Mathematics Overall Proficiency 60% Grades 3-5

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Collaborative Planning, Extended Learning Opportunities, Targeted Student Interventions, Coach Support, Instructional Focus Calendars, Consistent Data Chats post Topic Assessments

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7th Grade ELA Lowest 25% subgroup in 2025 scored 73% learning gains as compared to 65% learning gains in 2024. 

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In all ELA and intensive reading classes, bell to bell instruction, data chats, and consistent DI took place.  

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Time scheduled for teacher collaborations, common planning. 

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It worked because we implemented extended learning opportunities. Our interventions and pull-out groups were very effective.  We were strategic with identifying classes where students would be pulled out for intervention or if pushing in would be more suitable.  We were very strategic with identifying the students and their needs.  Lastly, we had support from ETO.  Our CSS and IS played an intricate role in supporting our coach, teachers, and students. 

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Our 5th grade proficiency on the Science State Assessment increased from 39% to 55%,  a 16 percentage point increase. This growth can be attributed to the consistent implementation of hands-on science labs and targeted push-in support for 5th grade science instruction.

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Our increase in science proficiency can be attributed to the successful implementation of a dedicated science lab at our school. For grades 3 through 5, each class was scheduled for lab time in a fully equipped space, where materials were pre-prepared to facilitate hands-on experiments. This structure not only engaged students but also made it easier for teachers to consistently implement weekly labs. In addition, teachers received valuable support through classroom push-ins from our gifted teacher, as well as biweekly guidance from our science Curriculum Support Specialist (CSS).

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Based on the 2025 Data Map, our ELA Proficiency increased from 45% to 46% overall.  We implemented Differentiated Instruction (D.I. )with fidelity across the curriculum based on F.A.S.T assessment results 

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Differentiation works when it is done with fidelity based on data to make informed decisions about students' needs. Our D I was done with fidelity   D.I was monitored by admin and CSS. Teachers provided consistent ongoing feedback between teacher and student. We also made sure that after the skill was retaught, we made sure an assessment was done. Incentives were given for students who made gains. We made every gain a big deal so the students will stay motivated. 

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School achieved the highest percentage of point earned in school's history. 

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Teachers understand how to leverage student performance data to provide extended learning opportunities with non-mastered benchmarks. They also collaborated in designing and developing standards-based lessons using aligned resources while implementing Teach Like a Champ strategies.

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Hands on experiments, remediation and Science tutoring

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Our Algebra proficiency percentage increased from 77% in 2023-2024 to 86% in the 2024-2025 school year.  We used small group instruction, peer teaching and before school tutoring.

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This worked because the higher level students in both 7th and 8th grade were placed in Algebra.  In addition, the teacher received additional assistance from the Math department on a district level.  Finallly, these higher level students were placed in a study hall with the Algebra teacher,  which was used as a reinforcement to lessons learned in prior classes.  

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All grade levels scored above the district and Tier 1 schools. Additionally, we should an upward three year trends in all tested Math categories with the highest being in Geometry. Our L25 also scored above the district and Tier 1 schools in both proficiency and learning gains. We had before and after school tutoring which was incentivized; utilized leaning management systems, data driven instruction based off of the PM tests which were used during data chats, and boot camps as testing season approached.

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Students had access to small group instruction with tailored intervention and reviews. Through collaborative planning, deficiencies were targeted to improve overall student success. The reward system in place for tutoring promoted student buy-in.

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Using IXL and I-Ready, extended hours for tutoring and pacing guide.

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Our school achieved 75% ELA Learning Gains with the L25 population. This target is above in comparison to the district average, ETO schools, and Tier 1 schools.

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Instructional coaches, teachers, and interventionists aimed to ensure its students were well-equipped with the foundational literacy skills essential for academic success and future endeavors. This was met through the Early Bird Program, interventions, and DI in addition to providing high-quality instruction and targeted support to empower every student to reach their full potential in ELA. Saturday Academy began early on in the school year.

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Our biology increased from 66% to 76% from 2024-2025. 

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This 10% point increase is a result of reading strategies, data chats after every topic assessment, and lab activities. 

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There was an increase in the percentage of students with 0-10 absences by 16%.

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We held Mommy and Me Activities, Yoga on the Yard, Attendance Seminars, Attendance Pop-ups, Field trips Attendance Incentives, Perfect Attendance Celebrations

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2025 FAST ELA Data for 4th-5th showed gains of the lowest 25% of 71% as compared to 44% in 2024.

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Co-teaching models, ELL tutoring, Title I tutoring, I-Ready labs; data chats. 

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Our 3rd grade ELA proficiency increased from 53% to 60%

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Data-driven instruction, standard based instruction, DI

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Our 3rd grade ELA FAST proficiency increased from 49% in 2024 to 60% in 2025.

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This growth was driven by utilizing data to form fluid, differentiated instructional groups, conducting targeted 3rd grade parent meetings, providing extended learning opportunities, and maintaining a strong focus on consistent collaborative planning.

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At Skyway, 54% of teachers have remained at the school for 10 or more years, a reflection of the strong sense of commitment and stability within the staff. This longevity is supported by consistent and meaningful administrator support, which fosters professional growth and collaboration. Additionally, a positive and inclusive school culture contributes to high morale and a shared dedication to student success. Together, these elements create a thriving educational environment where both students and educators can flourish.

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At Skyway, a strong sense of community and support underpins both student and teacher success. Teachers are actively supported with curriculum planning and implementation, ensuring they have the tools and guidance needed to deliver high-quality instruction. The school fosters a family-oriented atmosphere where teaching and learning thrive in a collaborative and nurturing environment. Teacher well-being is a priority, with positive reinforcement and regular celebrations of their successes helping to build morale and sustain motivation. This holistic approach contributes to a culture of excellence, stability, and shared purpose.

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Dr. Frederica S. Wilson/Skyway Elementary

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Systems created to implement and monitor math DI and small group progress monitoring. Digital trackers helped monitor student growth and plan for next steps. We also implemented a math camp.

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ELA had 100% in learning gains for L25 for grades 3-5.

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Intervention, tutoring in both mornings and afternoons, and I-Ready pull outs for extra time.

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Algebra Proficiency increased from 77% to 90%.

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The team monitored student data to drive instruction.  Teachers and Coaches worked collaboratively to pivot instruction to ensure students were successful on the EOC.  Some of the contributions to this success was the interventionist, double dosing the algebra students, and the classroom dynamics.

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82% of L25 students at Arcola Lake Elementary achieved learning gains as compared to the Districtwide average of 61%.

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Teachers analyzed data after each topic assessment, regrouped students as well as conducted DI daily with fidelity.  The lowest scoring benchmarks were identified and the students were provided with opportunities to participate in a tutoring component to address weaknesses.  Collaboration with the after-school program and other extra-curricular clubs were conducted to provide students with additional opportunities to address weaknesses and shortfalls in Math.

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Strategic teacher placement, coupled with reviewing data on a quarterly basis and appropriately placing students to reach their potential. 

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41% proficiency for our 5th Graders this past school year.

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The use of the interactive notebooks allowed for the students to fully engage in the lessons and acquire mastery of the benchmarks. The teacher ensured EduSmart lessons were completed consistently and lowest benchmarks were remediated.

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Teachers provided Direct Instruction and engaged in weekly if not monthly data chats and strategic planning. Parental involvement was prioritized. Teachers were experienced and passionate about student instruction and gains. 

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97% Acceleration for our 2024-2025 Biology, Algebra 1, and Geometry courses.

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The principal was instrumental in providing extended learning opportunities, teachers regrouped DI groups for remediation and enrichment DI groups after topic assessment, and incentive giveaways were also provided.  

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Our Biology proficiency had a 12% increase from 58% to 70%. With the use of using ALD’s, CUTES strategies, Vocabulary weekly assessments (Bio Blitz), reinforcing benchmarks, pull-out/push-in interventions, extended learning opportunities (Saturday School/“Science Scholars” tutoring), we were able to surpass our goal. 

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These practices worked because we were consistent and did it with fidelity. The systems were in place from the beginning of the school year. Once the data from Unit 1 was out, we began making data driven instruction. Teachers were also able to work collaboratively to build and meet our students needs. 

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Math proficiency increased from 46% in 23-24 to 59% in 24-25.

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Increased focus on data chats and accountability for both students and teachers. Targeted interventions. Building positive relationships between students and teachers.

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3rd grad team has mastered their craft, creating an engaging and inclusive learning environment. 

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Our 3rd  grade proficiency increased on the ELA FAST from 39% to 53% in one year. We used anchor charts, MOP and SIT strategies, and summarizing while reading informational texts.

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Weekly planning, pull/outs for DI, consistency and data driven instruction.

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3rd grade ELA grew by 1% to 83% proficient

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School-wide learning gains of the lowest 25th percentile increased on the ELA FAST from 45% to 75% (30 percentage point increase) and from 55% to 60% (5 percentage point increase) on the Math FAST. We used  professional development in differentiation, digital resources, lateral collaboration, Tier 2 and 3 interventions, with strategies and activities that extended beyond the classroom (i.e., field trips, book fairs, vocabulary parade). 

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Teachers received extensive PD's on differentiation, data, and digital resources. Grade levels provided notes from ICADs and participated in collaborative planning. 

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Biology teachers have interactive common planning, where they share out best practices and data points to drive instruction.  They also encourage students to attend after school tutoring and they use ELL strategies to assist with instruction. 

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Math school-wide Proficiency increased to 57% in 2024 compared to 53% in 2023. Third grade increased from 50% to 57% and Fourth grade increased from 47% to 57%. ELA Third grade Learning Gains was at 92%. L25 learning Gains was 89% in Third grade and 100% in Fifth grade.

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Collaborative Planning was conducted weekly, D.I. was implemented consistently, and teachers' capacity was built effectively to deliver data-driven Tier 1 instruction for Math and Tier 3/SWD intervention for Reading. SWD students were provided additional support during D.I. Data chats were conducted and tailored to the needs of the students.

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FAST ELA PM 3 scores demonstrated that 70% of our students in Grades 3-5 are proficient and 72% of our lowest 25% students made learning gains. Both show an increase from the 2023-2024 school year.

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Strategic implementation of intervention, DI, and rigorous instruction supported continued student growth and bridging of student learning gaps.

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Students were offered tutoring opportunities (am & pm), grade level collaborations, D.I, and engaging lessons.  Furthermore, there was an emphasis on the importance of reading and wanting to avoid intensive reading classes in secondary.  Students took ownership of their work and progress. 

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Strategic Professional Developments, Collaboration with interventionist and support staff, Push In Interventions, Data Driven Instruction

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School-wide Math proficiency was 84%, outperforming the district and other T1 schools.

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Students were provided tutoring and mentoring. Students set their own learning goals during data chats.

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Grade 3 ELA & Math - Proficiency (ELA 52% - Math 75%)  LGs (ELA 82% - Math 100%)

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A strong, cohesive partnership, consistent participation in collaborative planning sessions, classroom management and the sharing of best practices with turn key instruction were all key factors contributing to the academic success.

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Our 4th grade ELA Proficiency went from 44% to 60%, increasing 16%. Teachers used comprehensive data review sessions to identify trends, pinpoint learning gaps, and reflect on instructional effectiveness, which led to more precise differentiated instruction.  Teachers also created targeted action plans with clear goals. 

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This promoted collaboration, accountability, and responsiveness to student needs, ensuring instruction was purposeful, equitable, and aligned with improving student achievement. 